OUSD Board Meeting Dec.8th, 2014

Video Links to the Board Meeting:
Part 1:

https://www.youtube.com/watch?v=qYxI3RO2OOQ

2: 

https://www.youtube.com/watch?v=PW6eAW6qmLw

3:

https://www.youtube.com/watch?v=DYwZHrj1wHw

4:

https://www.youtube.com/watch?v=DUnztzto6xo

Meeting Highlights by Colleen Sullivan, OEA VP

Employees of the Month:

Scott Adams, 3^rd Grade, Del Rey

Joan Seldon, aide, Sleepy Hollow

Public Comment:

1) David Greenstone, K class Glorietta: would like everyone in America to be treated nicely.

2) Mrs. Greenstone: objected to Mrs. Storch being designated as caregiver status in order for Vivien to attend school. Her mother is her primary caregiver.

3) Lindsey: played a recording in Spanish from Vivien’s mother. Described how challenging and difficult this experience has been for herself and Vivien. She feels unwanted and hopes that others never experience what she has. She wanted her child to receive a good education.

4) Katie: from an Employment Coalition: spoke to the valuable work that low/unskilled workers do, Often poorly treated, majority of domestics are women supporting their own families. State-wide coalition watching this case.

5) Neil Gilbert: focused on insensitive process and questionable leadership; appointment of a Fiscal Advisory Committee that met in private, took no minutes and included an individual who received business contracts from the district, lack of action against objectionable behavior by former WR principal, bonus paid to Supt. when moving offices, has created humiliation for the the community of Orinda, lack of compassion, level of arrogance. Transcript.

6) Sarah Sanderson: Hand-in-Hand: Nat’l Organization for Domestics: encouraged sensitivity and due process, domestic worker side-lined, need to be recognized for valuable contributions. Change practices.

7) Mrs. Storch:  grew up in Orinda and attended schools here. Previously believed Orinda was includive. Investigator lied to Mr. Storch and Maria;  investigator masqueraded as a police officer; 5 days until Vivien would be unenrolled; no appeal offered. Maria supplied appropriate documentation. Why was her documentation considered invalid?  District wasted money. Leadership needs to change.

8) Stephanie Sierra: attorney; the district’s attorney probably assured the Board what ws done was OK. Reminded the Trustees that they may change policy and change administration. Are there residents in the community who point out individuals of color? Tax dollars to go to wards inclusivity.

 9) Ayala Oshri, Orinda Mother: wearing pink for a pink slip for the superintendent and Vivien; identified school district as strong in academics and “all the rest = F.” Encouraged transparency.

10) Val Sloven: appalled by district position; objected to the district first recourse of an investigator; district humiliated two families; Trustees need to review their policies

11) Bob Kadie: Trustees claimed to not know about investigator; need a human response as to why this happened rather than a legal response. The person who launched the investigation should be held accountable

12) Sue Boudreau: if OUSD defines residency as seven nights a week in an Orinda bed, what about students who have homes in Tahoe? Encouraged change in legal unenrollment policy that would allow a student to complete a full school year. Rebrand as a compassionate community. Transcript.

13) Sue Severson, former Trustee: “we welcome and embrace all students in the interdistrict transfer process.” Commended the district for accepting out of district students. Many families move here for the schools and community.  Thanked the Trustees and Superintendent for their service to the community. “You have a tough job.”

14) Jack from Lafayette:  the pall has extended to Lafayette; not a case of insensitivity; case for racial discrimination; loss of trust in the community; take the bigger view, admit something went wrong and make the change

15) Cindy Jaconette: Joe Jaconette turned down a job in business in order to teach; husband acts justly and does the right thing for the right reasons, is caring and follows the law. He put Vivien first in his actions; made sure she stayed in the same class with her friends; ethical and fair man who leads a fair district.

Discussion about playground improvements at Wagner Ranch; concern about rising costs. Matt Moran wants to move forward with repairs due to safety concerns. Contract with HY Architects approved.

Oath of Office for Carol Brown, Jason Kaune and Julie Rossiter.

Board Officers’ positions. Trustee Rossiter nominated Matt Moran as Board President.  No other nominations. Mr. Moran is Board President.

Trustee Kaune nominated himself as VP. Seconded by Trustee Butler

Trustee Moran nominated Trustee Rossitor as VP. Trustee Rossitor seconded herself.

Both Moran and Rossitor have previously been president.

Trustee Butler encouraged the opportunity for Trustee Kaune.

Public comment unanimously encouraged rotatied officerships.

Jason Kaune elected VP by Brown, Butler and Kaune.

Committee  Representatives:

CCC School Board Association: Sarah Butler/Carol Brown

EFO:  Jason Kaune/Carol Brown

Legislative Committee: Sarah Butler

Lamo Bus Meetings: Matt Moran/Jason Kaune

First Interim Narrative Report by Lorene Farrell: Board authorized to sign contracts/payments: approved

Local Control Funding Formula has increased by $224,736.00. Federal funding decreased by $407.00. State funding increased by $61,933.00 Local unrestricted funding decreased by $41,011.00 due to decrease in Parents’ Club funding. Books and supplies = $1,490,954.00. (15-16)

Contract services $3075,533.00 (15-16)

An increase in Parcel Tax funds is expected. Anticipates $500.00 per parcel from Orinda Parcel Tax: 35,000 parcels. Some new parecels via Pulte and Wilder.

OUSD will remian solvent during the next two years. Report approved.

Classified Confidetial Employees do not have affordable health care. Offering $250.00 per month for FTE. Under Affordable Health Care Act OUSD is out of compliance. Approved

Superintendent Report: looking forward to working with new Trustees. Attended local tree lighting. Elementary and middle schools performances were “spectacular.” Kudoes to music teachers.

With Trustees, visited Glorietta School

Future Agendas: Trustee Butler asked for an additional meeting re; residency policy and review of current policies. Would also like to review LCAP process. Revisit solar and air conditioning asap

Trustee Rossitor: wants information about extended day K classes

K teachers are encouraged to contact Trustees re: full day Kindergarten

Adjourned to closed session

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Chapters are encouraged to identify members who can share CTA 
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RELEASE TIME for the pre-conference will be arranged and paid for by CTA for three
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November Board Highlights from OEA

Board Study Session on Facilities: 

(topics covered: AC, Solar, Energy Efficiencies & Prop 39, Portables, total Project list & New projects)

Video link

November Board Highlights
Video link part 1
Video link part 2

Other Post Employment Benefits (OPEB) account to pre-fund post-employment benefits

Cost to district of OPEB is @$457,000. per year and has been ear-marked in he general fund. About 36 districts in CA use irrevocable trust accounts to fund this. OUSD lawyers have not reviewed the agreement and will not be included in decision-making.

Trustee Rossiter wants to take a prudent approach and deposit @$150,000 and leave it to roll forward and pay the $457,000 from the general fund. The $150,000 represents a 1% cost for all teachers sans benefits. Trustee Moran suggested $544,000 from Fund 17 (which has $1.3 million. Fund 17 is for ‘economic uncertainty’ aka a rainy day fund), and $457,000. from the general fund.  

Trustee Butler is encouraging a prudent step as funds may be added at a later date.

Trustee Krumholz asked for what purposes Fund 17 monies may be used. One-time.

The board approved 3-2 (Krumholz, Moran, Severson for, Rossiter and Butler voted against) to deposit funds following Trustee Moran’s suggestion.

Wagner Ranch School Plan – accepted

Northwest Capital Recovery Group: analyzes school district utility bills for errors and line-item expense reductions. Will look at retroactive statements. NWCRG specializes in recovering overcharges in electricity, natural gas, water, sewer, garbage and shredding. Contract unanimously approved.

Parcel Tax Independent Citizens’ Oversight Committee Appointment

Recommended Daniel Pier and Eileen Pummer to fill the four-year term appointments. Unanimously approved.

Glorietta Playground Project

Demolition of existing primary playground, curb and sand area. Will prepare the sub surface and install the pour-in-place surfacing. $98,192.50. Robertson Industries.

Unanimously approved.

District Goals: unanimously approved

Local Control Accountability Plan

Discussion about how to gather public comments.

2014-15 Professional Development Report

Kathy Marshall presented a plethora of staff development concepts for district

Information

Trustee Rossitor asked how information is collected from the teachers. KM responded that the Curriculum Committee collected information over a three-week period from teachers at sites. Information was collated at the October Curriculum Committee Meeting.

Trustee Butler asked if teachers are getting the materials they need in terms of instructional materials. KM assured that teachers have materials. Trustee Severson asked how new teachers are supported in learning Orinda methods. KM affirmed that new teachers receive support from site coaches.

Charles Shannon supported teachers helping teachers.

Board Committee Reports:

·      Trustee Moran met with Dr. Jaconette and Parents’ Club Presidents

·      Fire Drill at DR

·      Dr. Jaconette: Parents’ Club Meetings

·      Science night at Glorietta School on Wednesday, November 5

·      Trustee Butler requested AC and portables’ buyout on a near future agenda and LCAF again on agenda in a couple of months.

What TIME Magazine Needs to Know about Tenure...

What TIME Magazine Needs to Know

about Tenure and Why it Matters

 (From National Education Association/California Teachers Association)

The cover story for the November 3rd issue of Time, The War on Teacher Tenure, sensationalizes the attempts of a few tech millionaires to take on due process policies like tenure in court. Time’s cover purposefully gives the false impression that there are many, many bad teachers in our public schools and that due process rights like tenure make it nearly impossible to fire them. Nothing could be further from the truth.

The heroes of our public education system are not Silicon Valley millionaires and their corporate lawyers, but are the teachers who greet our children every day at the schoolhouse door. Due process policies like tenure protect proven professional teachers and ensure that students are taught by experienced and well-trained professionals. If Time’s writer and editors had bothered to talk to even a single teacher, they would have known that teachers receive tenure only after they earn certification, meet rigorous performance expectations, and prove themselves in the classroom for an extended period of time.

Prior to earning tenure, teachers can be terminated without cause. After earning tenure, teachers still can be fired, for cause, and tenure provides them with the right to know why they are being fired and a fair opportunity to challenge the dismissal. Teacher tenure is merely a guarantee that experienced and quality teachers have the right to due process. Despite what the cover headline of Time magazine suggests, teacher tenure is no lifetime job guarantee.

Why is Tenure Still Important?

·      Tenure laws recognize that teachers, just like other employees, are sometimes treated unfairly and should be able to defend themselves when an administrator tries to get rid of teachers who advocate for their students and their colleagues. We know from experience that even great teachers can be falsely accused, and that requiring that proven teachers be given the reason for their termination and an opportunity to challenge that reason, provides an important protection to proven educators.

·      Time could have, but did not, explain that a recent California Teacher of the Year Shannan Brown testified under oath in the Vergara trial that she relied on her tenure to advocate on behalf of her students against a canned curriculum pushed by district administrators.

·      It didn’t describe any of the many cases in which teachers without tenure have had to go to court because they believe they were unfairly fired for:

1.    Reporting and testifying in support of students who reported to her that they had been victims of incest;

2.    Refusing to give high grades to students who did not earn them despite a principal urging her to “just get drunk and give them all ’A’s’”;

3.    Complaining about classroom conditions and pressure to falsify test scores;

4.    Selecting controversial books—Fahrenheit 451 and Siddhartha—to teach in high school English;

5.    Expressing opposition to the Iraq war in response to a student’s question during a high school class discussion of current events;

6.    Expressing concerns about the fairness of cheerleader tryouts;

7.    Complaining about discriminatory and illegal conduct toward the school’s special needs students;

8.    Complaining about the size of her teaching caseload;

9.    Complaining to her supervisors about a lack of equipment and resources for her students;

10. Being replaced (at 47 years old) by a 25 year-old because, as the superintendent put it, “you can’t teach an old dog new tricks;

11. Complaining about the school district’s violations of the Individuals with Disabilities Education Act.

To be sure the description of some of the cases above is drawn from the teachers’ allegations, and there certainly is another side to the story. But if even a fraction of these allegations are correct they demonstrate the continuing need for tenure laws. And needless to say the fact teachers may be able to sue in court to challenge certain discharges, is no substitute for the protection provided by tenure laws. General non-discrimination/retaliation laws do nothing to protect teachers from discharge for challenging their students with high standards and demanding curriculum.   Nor do they protect teachers caught in the cross fire of school politics and falsely accused of misconduct.

Even if Tenure is Necessary, Isn’t the Existing Dismissal Process Too Expensive?

Dismissal processes vary from state to state, but overall tenure cases are resolved efficiently (in virtually all cases for a fraction of the cost of full blown court litigation) and most importantly—in the best interests of students.  NEA has worked to make the process both efficient and fair. Between 2006 and 2009, 93% were resolved before any hearing was held. We’re proud that in states where the existing dismissal process needed reform, NEA and its affiliates have led and will continue to lead on dismissal process reforms. Since 2010, 31 states have reformed their tenure laws including New Jersey’s 2012 revisions which shortened to just three months’ time the length of contested teacher termination proceedings, see N.J. Stat. Ann. 18A:6-10 et seq., and California’s 2014 revisions to that state’s tenure laws (AB 215) that shortens to seven months’ time the average teacher dismissal process.

Let’s focus on what really matters if we want to help all our students succeed

Rather than focusing on one bad apple, we need to lift the bar for the entire teaching profession. We know as a matter of fact that many individuals who begin teaching careers stay only a few years, and we also know that high turnover in the teaching profession is extraordinarily costly to our students and our schools. For example, one recent report by the National Commission on Teaching and America’s Future put the cost of teacher turnover at $7 billion a year and estimated that four of every 10 individuals who enter teaching leave the profession within five years.

We know and are proud of the fact that teachers are the most important in-school student learning factor. We hope that the funders of the attacks on teacher tenure will join educators to shape an education reform narrative around lifting the bar for the teaching profession and to ensure that new and experienced teachers have the supports they need to reach every student and make every school a great public school.

October 13th School Board Update from OEA

Video link part 1
Video link part 2
Video link part 3 

Public Comment

Glorietta Teacher: “worst morale for years amongst teachers” – students had art 4 x per month ,  lost ½ of art, and computer teachers and librarians. District makes the choice to limit those programs. Loss of prep time (elementary). Loss of curriculum for students taught by teachers certificated in those areas. “Less regard for teachers and time for teaching is not honored.” “Demonstrate with action and fair compensation that we (teachers) are valued.” See full comments at this link.

Glorietta Teacher: teachers work hard and long hours with enthusiasm and “smiles” for the best interest of their students – teachers help each other- put in extra hours to help students be successful. Many teachers live paycheck to paycheck. 3% last year,  but first salary scale increase in 7 years. July 1^st, 2014 medical reduction from $1185 to $915 = 20% decrease.

Charles Shannon, OEA President: SF newspaper quoted re: teacher shortage – jobs are now “less enticing” and attrition is contributing.  Requests that Trustees retain and support Orinda teachers. Here's the article.

Teacher of the Month – Lori Biddle, 5^th grade teacher at Glorietta

Classified Employee of the Month – Jennifer Coon (district office)

Kathy Marshall – Resolution 1503: Sufficient Educational Materials

Comment by Charles Shannon. Teachers continue to create transitional CC materials as materials have not been provided by the district

KM: CA state freeze on adoptions until summer 2015

Resolution 1503 adopted: unanimous

KM: School Plan to “coordinate educational plan for all schools and a blueprint” for educational improvements at each site – aligned to LCAP 

- Plans presented for Glo., DR, SH and OIS

Trustee Rossitor asked about differentiation. Principal Theurer described using assessments to group students and addressed the need for time, Principal Gallegos identified using CPT. Principal Randall identified reading grouping, conferencing, on-demands, using instructional assistant for remediation

Trustee Krompholz asked about Bay-Science use. Principal Langer described trained BaySci teachers as leaders for grade levels. KM described various cohorts.

Michael Randall: science is project based

Charles Shannon: differentiated education has created more work for teachers; a lot of demand on our time; informal assesment based on daily work, homework

Trustee Butler thanked teachers who worked on Site Plans

Adopted Site Plans: unanimous

OPEB (Other Post Retirement Benefit Liability for OUSD)

Supplemental lifetime medical benefits for all certificated and classified employees when they retire

OPEB is an expense and if not pre-funded it is referrd to as a liability.  Required by CALPERS. Current district contribution is $119 per month per employees who qualify for this supplement. 1/1/15 contribution will = $122 per month per  qualifying employees. District does not use an irrevocable trust and consequently the cost increases. Earnings from a trust fund investment may reduce future employer OPEB costs. Classified employees’ costs are higher, starting at $295.00-$1185.00. per month.

Trustee Krompholz asked how this item came to be placed on the aganda as an action item when the previous decision included info-gathering.

Trustee Butler asked from where funds for an irrevocable trust would come? Lorene Farrell identified using Fund 17. Trustee Butler asked what $ compose Fund 17. LF: legal settlement $, parcel tax money, start-up $ for WR.

Acalanes UHSD has an irrevocable trust affiliated with CALPERS and Lafayette is investigating a trust.

Trustee Rossitor stated that 83% of districts do not provide lifetime supplemental benefits.

Trustee Moran expressed concern about the growth of the liability; ”unfunded liability is unacceptable,” irrevocable trust may provide flexibility needed to fund + interest from investments; concern that the CDE will continue with “boom-bust” cycle.

Trustee Butler asked for clarity about what $ resources will be used. Trustee Moran responded that the source of funds is a “separate discussion”.

Glorietta Parent cautioned Board that they do not have enough information or analysis to currently create an irrevocable trust.

Charles Shannon OEA recommended a mutual discussion about the trust and the $ resources to fund the trsut out of conern for a hidden agenda.

Trustee Severson: will direct staff: “majority of board indicates interest in setting up an irrevocable trust. Choice of which one might be the best one and a disussion about where the funds are coming from.”

Board Policy 3513.3 Tobacco free schools

Approved unanimous

Item H: computers at WR. has two mobile carts. WRPC will pay to lease from Apple to replace old equipment.

Approved: unanimous

Terra Verde Energy Report: AC at sites will be expensive b/c electrical needs to be replaced to support AC. $1million to 1.5 million per site. Recommends AC. Suggested that solar could help offset the cost of installing AC. Although cautioning prudence,  the Trustees need to move forward in about 4-6 weeks, if OUSD wants AC in place for the 2015-16 school year. Charles Shannon and Colleen Sullivan spoke to current classroom temperatures and value of AC for students based on experience in AC’d portables and data collection re” heat in non-AC classrooms during overtly warm weather.

Ed Silvas: portables – 14 leased district portables; the cost to purchase the 14 portables and bring up to the vendor’s standard is $488,917.00. Can be paid out of developer fees.

Charles  Shannon pointed out that after four years there would be no more cost to the district and asked if there are enough developer fees to finance.

Trustee Krompholz varified that Pulte and developer fees money can be used.

District Goals – Supt:

Discussion item

Charles Shannon: Process for feedback from OEA: expected a draft of goals that could be shared with all membership. Four OEA members attended a meeting and were given a draft from the first draft (after review by Coordinating Council) at the meeting. Asked to comment on goals and not given time to even read draft. A district employee took notes and then submitted incorrect information about an OEA inquiry. OEA believes that communication needs to be attached to each goal or included as a stand-along goal.

Trustee Butler supported communication attached to every goal and reminded Board that at one time communication was a district goal.

Trustee Rossitor supported improved communication in terms of stakeholders receiving information in a timely manner that warrants thoughtful analysis.

Trustee Krompholz commented on Technology section in goals; no goal about student programs especially in reference to extensive Coordinating Council comments about technology goals.

Meeting adjourned

OUSD Goals Input Meeting Report

School districts set goals for a variety of reasons - the best being to use the process to align the interests of many stakeholders, and to put a plan in place for how to attain those goals. Orinda used to have a strategic plan using the Baldridge Improvement Process.

Several of the top 10 districts in California have developed strategic plans including Mill Valley and Moraga. Mill Valley's strategic plan involved 1,000 stakeholders over several months, and produced a document that puts students and their teachers first. Their plan is regularly updated. You can see it here.

Our process and draft goals follow.

The Process:
OUSD Goals were written first with input from site leadership in August. The Superintendent then fleshed out the four bolded goals. The first draft was presented to the Co-ordinating Committee of leadership staff, parent club presidents and two board members in mid September. The second draft was circulated to the remaining board members. Teachers did not get an official draft copy to give input to. We did give e-mail input to goals previously published, to our site representatives. Three reps and OEA president Charles Shannon saw the revised goals for the first time on Tuesday 30th September at the OEA input meeting. Here is the result of that meeting.

2014-2015 DRAFT DISTRICT GOALS

I.                  Implement the Orinda Local Control Accountability Plan for 2014-15

A.             Create a timeline that meets state requirements for the Annual Review Process (by November 2014). 

Lorreen – The district will be doing backwards planning.

B.             Align goals, services, outcomes, and expenditures into the new state template for the 2014-15 Annual Review Update (by May 2015)

C.            Provide communication to parents and staff on the progress and accomplishments of LCAP implementation (November 2014, March 2014, June 2015) 

OEA - Promote effective communication between and among staff,

parents/guardians, administration, trustees, and the community-at-large.

OEA – Make sure information is communicated through multiple forms

with a feedback loop to make sure stakeholders are informed and can give feedback that can create real change.

OEA - Utilize digital and “out-of- the-box” media to improve communication.

OEA - Evaluate satisfaction levels of parent/guardian, student, community, and staff on an on-going interactive basis.

OEA - Complete annual surveys and communicate general results to the community.

OEA - Offer opportunities for the community to interface with district, site administrators, and school board members at scheduled events.

OEA - Meet regularly to assess short and long-term communications and strategize on how to proactively communicate key issues to stakeholders.

OEA - Continue to explore partnerships with neighboring school districts (professional development, curriculum & instruction, business services, technology, etc.).

D.            Present annual updates to stakeholder groups for input (by May 2014)

E.             Hold a Public Hearing on the 2014-15 Annual LCAP Review Report (by May 2014)

F.             Present the 2014-15 Annual Review Report at a second Public Hearing prior to Board approval on or before the last Board Meeting in June 2015. (by June 2015)

II.                  Student Achievement:  Maintain strong academic standards that will challenge student learning of the Common Core State Standards and continue to promote positive school climates district-wide  (Curriculum Plan Goals for 2014-15)

A.             Implement LCAP Goals 1-5

B.             Implement Curriculum Plan Goals for 2014-15

1.     Align curriculum programs and instructional practices to support full implementation of the CCSS and CAASPP testing (by June 2015)

a)    Revise Board Policies to align with CCSS and new state assessments (by September 2014)

b)    Pilot textbooks and instructional programs for potential adoption (by Jun 2015)

c)    Provide professional development on new curriculum programs and CAASPP testing preparation for staff and students (by June 2015)

OEA - Offer a quality and differentiated professional development program for staff that includes a combination of grade level collaboration, peer observations, teacher leaders, trainers, conferences, and training institutes.

OEA – Increase overall participation of staff in quality professional development programs and establish a mechanism for training evaluation, feedback, and implementation.

OEA - Utilize innovative teachers to lead staff development.

OEA - Research the possibility of distance learning opportunities for students and teachers.

OEA - Send teachers to other schools to observe innovative teaching practices.

OEA - Provide funds for teacher innovations grants.

OEA - Offer professional development based on staff Professional Development (PD) survey.

d)    Implement common curriculum calendars, K-8, for Reading Writing and Mathematics (by Jun 2015)

e)    Implement CCSS elementary report card (June 2015)

OEA – Will teachers be able to give additional feedback? 

Kathy – Yes.  This is a pilot year and the report cards can be further revised. 

OEA – Did you say the District has spent too much money to have changes made on OARS and will not make further changes?

Kathy – No.  This is a pilot year and changes can be made for next year.

f)      Develop a district vision for science instruction in preparation for 2015-16 Next Generation Science Standards (by March 2015)

OEA – There should be a science committee of teacher representatives from each site who work with their colleagues to create a district vision for science instruction in preparation for 2015-16 Next Generation Science Standards. (There is, this is in process - Sue B, OIS Science).

g)    Research and review current character development programs, for consistency, inclusiveness, and effectiveness (by May 2015)

OEA – This sounds like one more program teachers will be directed to teach without the time and compensation to make it happen.

h)    OEA - Establish a partnership with colleges/universities to help train and recruit teachers from diverse backgrounds.

i)      OEA - Work to strengthen OUSD’s emergency response by working with local law enforcement, fire, and insurance on safety risk management.

III.                  Fiscal

Develop a long range budget plan to maintain the District’s fiscal solvency

OEA – Who is going to develop this plan?

           

Lorreen – Fiscal Advisory Committee

           

OEA -  How long of a time frame is ‘long range’?

                       

Loreen – Current year plus 3 additional years

OEA – By ‘maintain’, does that mean the District wants to maintain operating with a 28% reserve? 

Lorreen – No, not specifically.  The District needs both the ending fund balance and cash flow to get a positive certification from the county.

OEA – How much of a reserve does the district need to maintain?

Joe – The Board gives direction on this.

OEA – Wouldn’t this be the mandated 3% plus the 6% the Board is comfortable with? 

Joe – The Board decides what the reserves should be.

A.             Explore ways to reduce costs through more efficient practices (reduce and conserve resources)

OEA – Who is going to do the exploring? 

Lorreen – The Fiscal Advisory Committee

OEA – What costs will be reduced?

Loreen – The Fiscal Advisory Committee will make recommendations to the Board.

OEA - How much of a reduction are they hoping to achieve? 

Lorreen – The Fiscal Advisory Committee will explore what’s possible and recommend this to the Board.

B.             Maximize current resources in order to reduce ongoing expenditures

OEA - Maximize – to what extent? 

Lorreen – The Fiscal Advisory Committee will explore this.

OEA – What ‘current resources’ does the District have in mind?

Loreen – The Fiscal Advisory Committee will explore this.

C.            OEA - Target total staff compensation in top quartile of comparable districts by conducting a current staff total compensation analysis including salary, health and welfare benefits, step and column requirements, and work conditions.

Joe – I’m not going comment on this since the District is still in negotiations with OEA.

D.            OEA - Produce an annual report of total compensation comparisons and a plan for bridging possible gaps in moving towards the top quartile.

Joe – I’m not going comment on this since the District is still in negotiations with OEA.

E.             OEA - Provide staff oversight/review and monitoring of ongoing expenses/commitments including total compensation.

F.            OEA - Review the Board’s adherence to the level of reserves in OUSD’s budget.

IV.                  Technology

Implement Year 1 of the District adopted Technology Plan with best practices to support students and staff in a 21st Century learning environment

A.             Support and sustain technology infrastructure

1.     Document and review existing network and server environment to identify areas for improvement.

2.     Upgrade production server operating systems to a minimum of Windows Server 2008R2

3.     Spec and roll out a new classroom paging system

OEA – Our phone/paging system is not that old and still works well.

Joe – Our paging system and phones are not all working and we need to upgrade them.

4.     Assess and prepare the infrastructure and support to ensure the successful implementation of CAASPP testing

OEA - Our technology support for CAASPP makes it difficult to use this same technology for Lexia and other interventions.

OEA - Develop and implement a technology professional development model that includes “in-class” instructional coaching and support.

B.             Integrate technology with instructional and business practices

1.     Provide ongoing staff development to meet end user needs

2.     Review existing business practices for opportunities for increased tech integration (ex: virtual meetings, standardized email distribution lists)

3.    OEA - Develop and implement a progressive plan to effectively move toward providing innovative devices (i.e. mobile tablets) on a grade- appropriate student to device ratio.

4.     OEA - Highlight the use of technology that enhances student learning.

5.     OEA - Identify top tier schools and programs to send our District Technology Director to visit and make recommendations to adopt best practices.

6.     OEA - Continue to develop a plan to fund maintenance of current infrastructure and support future needs/ upgrades.

7.     OEA – Create a model plan that increases levels of classroom technology integration.

V.                  Facilities

Improve our facilities with available funding to create a better learning environment.

A.             Secure Funds for Facility Improvements

1.     Utilize available programs from the state, i.e.: Prop 39. Grants, Rebate Programs, Energy Savings from rebates by PG&E.

B.             Implement next phase of Facility Task Force Priority Projects

1.     Prioritize remaining projects and update timeline.

2.     Prepare estimates.

3.     Go out to bid

C.            Complete the Energy Plan and implement projects that ensure savings and a comfortable learning/teaching environment.

1.     Energy Conservation

2.     HVAC Controls

3.     Air Conditioning

4.     LED lighting

5.     Occupancy sensors for lighting.

6.     Solar